Effectiveness of Child-Centered Mindfulness on Social Skills and Self-Efficacy of Children with Learning Disabilities
Journal Title: Social Behavior Research & Health - Year 2017, Vol 1, Issue 2
Abstract
Background: The present study was conducted to investigate the effectiveness of child-centered mindfulness on social skills and self-efficacy of children with learning disabilities. Methods: The present semi-experimental study was conducted using a pretest-posttest design and a control group. The statistical population of this study comprised all children with learning disabilities in Isfahan during the academic year of 2016 - 2017. In this research, non-random convenient sampling method was used and 30 children with learning disabilities were selected who were referred to educational counseling centers and they were randomly assigned to experimental and control groups. This study utilized self-efficacy and social skills questionnaires for children. Data were analyzed using covariance analysis. Results: The results of data analysis showed that child-centered mindfulness therapy was effective on social skills and self-efficacy of children with learning disabilities. This means that mindfulness therapy was able to significantly increase the social skills and self-efficacy of children with learning disabilities (P-value < 0.001). Conclusion: Based on the findings of this study, it can be concluded that child-centered mindfulness therapy can be used as an effective treatment for improving social skills and self-efficacy of children with learning disabilities.
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This article has no abstract.
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A Case Report of Formative and Summative Evaluations of a Graduate Course on Foundations of Health Promotion for Masters of Public Health Students
Development of foundational skills among Masters of Public Health (MPH) students is challenging with regard to the mastery of delivering health education and health promotion methods. In this case report we documented t...